بررسی نقش تغییرات محتوایی برنامه درسی بر عملکرد دانش آموزان کلاس چهارم ابتدایی در آزمون های بین المللی تیمز شهر شیراز

محورهای موضوعی : آموزش و پرورش

آسیه ضیاء نژاد شیرازی ¹ , عباس قلتاش ²

1 - دانشجوی کارشناسی ارشد، رشته مشاوره تحصیلی، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، واحد مرودشت ، دانشگاه آزاد اسلامی ، مرودشت، ایران.
2 - دانشیار گروه علوم تربیتی ، دانشکده علوم تربیتی و روانشناسی، واحد مرودشت ، دانشگاه آزاد اسلامی ، مرودشت، ایران

تاریخ دریافت : 1395/12/17 تاریخ پذیرش : 1396/02/25 تاریخ انتشار : 1397/12/01

کلید واژه: عملکرد تحصیلی, آزمون های بین المللی تیمز و پرلز, تغییرات محتوایی برنامه درسی,

چکیده مقاله :

هدف از انجام این پژوهش مقایسه روند عملکرد دانش آموزان در دو آزمون تیمز 2011 و تیمز 2015 است تا تاثیرات منفی یا مثبت ناشی از تغییرات برنامه درسی بررسی شود. روش انجام این پژوهش از نظر هدف از نوع کاربردی و از نظر شیوه جمع آوری اطلاعات توصیفی از نوع علی مقایسه ای و مقطعی است. جامعه آماری کل مدارس شرکت کننده در آزمون تیمز 2011 و نمونه آماری همان مدارسی از شهر شیراز بودند که در آزمون تیمز 2011 شرکت کرده و در سال 2015 مجددا از آن ها آزمون تیمز اخذ گردید. روش نمونهگیری همان روش اجرا شده در تیمز 2011 که به صورت نمونهگیری خوشه ای دو مرحله‌ای طبقهبندی شده منظم بوده استفاده شده است. ابزار جمعآوری اطلاعات در این پژوهش آزمون بینالمللی تیمز 2011 بوده که توسط انجمن بین المللی ارزشیابی پیشرفت تحصیلی (IEA) در سال 2011 تهیه شده است. این آزمون به دلیل این که آزمون استاندارد جهانی است روایی آن تایید شده و برای محاسبه پایایی آن نیز از روش الفای کرونباخ بر روی حدود 30 نفر از افراد جامعه آماری مورد مطالعه برآورد شد و ضریب 85/0 به دست آمد که نشان از پایایی آن دارد. برای تجزیه و تحلیل دادهها، از آزمون تی مستقل و تحلیل واریانس چندمتغیره (مانووا) استفاده شد. یافته های تحقیق نشان داد که بین متوسط عملکرد کلی دانش آموزان شرکت کننده در آزمون تیمز 2015 و 2011 تفاوت معنی‌داری(p>0/01) وجود ندارد.

چکیده انگلیسی:

The Purpose Of This Study Was To Compare The Performance Of Students On The TIMSS 2011 And TIMSS 2015 To Be Monitored A Positive Or Negative Effect Resulting From Changes OF Curriculum. The Methodology Of The Study In Terms Of Goal Is An Applied And In Terms Of Data Collection Method Is Descriptive The Kind Of Causal-Comparative And Cross-Sectional. The Population Has Been The Schools Participating In TIMSS 2011 And 2015 And The sample of the schools of the city of Shiraz who participated in TIMSS 2011 and TIMSS 2015 again it was received. Thames 2011 Sampling Conducted In The Same Manner As Regular Stratified.Sampling Method WAS The Same Way Implemented In THE TIMSS 2011 THST Two Stage Stratified Cluster Sampling Technique Was Used. Data Collected In This Study Were The International Test TIMSS In YEAR 2011,THAT Was Created BY An International Association For The Evaluation Of Educational Achievement (IEA). The Test Because THAT Is The Global Standard Test Validity Of THAT Is Confirmed And Used From Method Cronbach's Alpha To Reliability Calculate And Was Estimated On About 30 Persons In The Study Population And Obtained The Coefficient 0.85 That It Is The Mark Of Reliability. To Analyze The Data, Was Used From Independent T-Test And Multivariate Analysis Of Variance (MANOVA). The results showed that the average overall performance of students participating in TIMSS 2015 and 2011 a significant difference (p> 0/01) does not exist.

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